ALEX Classroom Resource

  

Writing and Assessing an Autobiographical Incident

  Classroom Resource Information  

Title:

Writing and Assessing an Autobiographical Incident

URL:

http://readwritethink.org/classroom-resources/lesson-plans/writing-assessing-autobiographical-incident-14.html?tab=1#tabs

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

In this lesson, students read and discuss several biographies and autobiographies. They analyze two autobiographical incidents, identifying the structure, organization, and style of the pieces. After talking with family members and brainstorming possible topics, students select a focus for their autobiographical incident and use an online tool to organize the events in chronological order. Students then draft their autobiographical incident and complete the writing process by conferencing, revising, editing, publishing, and sharing with the class. They assess their writing with a rubric. They have the opportunity to use a graphic map and an interactive timeline in the lesson. 

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 3
25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

English Language Arts
ELA2015 (2015)
Grade: 3
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
27 ) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6]

English Language Arts
ELA2015 (2015)
Grade: 3
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

English Language Arts
ELA2015 (2015)
Grade: 3
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1a]

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

English Language Arts
ELA2015 (2015)
Grade: 3
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.32- Ask and answer questions about a text read aloud and/or information presented orally through media including digital media.


English Language Arts
ELA2015 (2015)
Grade: 3
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.37- Demonstrate standard English grammar when communicating.
ELA.AAS.3.37a- Demonstrate correct use of nouns and verbs.
ELA.AAS.3.37b- Demonstrate correct use of plural nouns.
ELA.AAS.3.37c- Demonstrate correct use of adjectives.
ELA.AAS.3.37f- Demonstrate correct use of pronouns.
ELA.AAS.3.37g- Demonstrate correct use of adverbs.


English Language Arts
ELA2015 (2015)
Grade: 3
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

English Language Arts
ELA2015 (2015)
Grade: 4
10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor::
Recognize main questions answered by an article. (Integrate and Interpret)

NAEP Descriptor::
Interpret text details to select and provide one example. (Integrate and Interpret)

NAEP Descriptor::
Recognize explicitly stated information from an article. (Locate and Recall)

NAEP Descriptor::
Recognize explicitly stated information in an informational text. (Locate and Recall)

NAEP Descriptor::
Recognize cause explicitly stated in an informational text. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.10- Answer who, what, when, and where questions to demonstrate understanding of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize the main topic of informational article. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.11- Identify the main idea of an informational text and details that support the main idea.


English Language Arts
ELA2015 (2015)
Grade: 4
13 ) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area. [RI.4.4]


NAEP Framework
Anchor Standard::
Anchor Standards 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Cognitive Target::
Consider text(s) critically to evaluate the way the author selects language to influence readers.
NAEP Descriptor::
Recognize meaning of word as used in an informational article. (Integrate and Interpret)

NAEP Descriptor::
Use context of article to recognize meaning of figurative expression. (Integrate and Interpret)

NAEP Descriptor::
Interpret word as used in an informational text. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of a word as used in an article. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of a descriptive word used in an expository passage. (Integrate and Interpret)

NAEP Descriptor::
Interpret poetic language and explain. (Integrate and Interpret)

NAEP Descriptor::
Recognize correct interpretation of ironic comment in a persuasive essay. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 4
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]


NAEP Framework
Anchor Standard::
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Evaluate video in relation to written content of article. (Critique and Evaluate)

NAEP Descriptor::
Identify and explain steps in a process. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 4
17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]


NAEP Framework
Anchor Standard::
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Cognitive Target::
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor::
Make a text-based inference to recognize reason for action. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Connect text ideas to recognize an explanation. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize interpretation of a paragraph in an informational text. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize purpose of action in a process explicitly described in and expository passage. (Proficient, Integrate and Interpret)

NAEP Descriptor::
Recognize author's main purpose for writing an expository text. (Proficient, Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.17- Identify reasons or evidence to support the main idea or points in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
18 ) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

English Language Arts
ELA2015 (2015)
Grade: 4
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 4
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

English Language Arts
ELA2015 (2015)
Grade: 4
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]

English Language Arts
ELA2015 (2015)
Grade: 4
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

English Language Arts
ELA2015 (2015)
Grade: 4
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

English Language Arts
ELA2015 (2015)
Grade: 4
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

English Language Arts
ELA2015 (2015)
Grade: 4
37 ) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

English Language Arts
ELA2015 (2015)
Grade: 4
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

Tags: assessing, authors, autobiographical, autobiography, biographical, collaboration, genres, graphic map, interactive, literature, narrative, narrative writing, revising, timeline, writing, writing process
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Author: Cassie Raulston